Page 229 - Powerful Social Studies for Elementary Students 4th Edition

As the teacher, you need to determine what behaviors are expected of students during discussions, create a set of norms, and over time determine if the behaviors are being realized. The following three examples illustrate the kinds of tools you can create to help students understand more clearly what is expected and to monitor one another as well as themselves (see Tables 9.1, 9.2, and 9.3).
Engagement and Understanding
As a teacher, you will want to acquire a broad range of assessment tools to develop a comprehensive profile of each student in your classroom. The most important consider- ation in selecting an assessment instrument is to make sure it matches your goal. Sometimes you will want to assess formally using one or more of the more traditional
TABLE 9.1 TEACHER’S EVALUATION OF INDIVIDUAL CONTRIBUTIONS TO DISCUSSION
Select a few students each day for observation and feedback. Use checkmarks to indicate a successful meeting of behaviors.
CHAPTER 9 How Can I Assess Student Learning? 201
Student Names
Student Behaviors
Helps define the issues
Sticks to the topic
Is an interested and willing listener
Considers ideas contrary to own
Synthesizes information presented by peers Generalizes when appropriate
Arrives at conclusions that produce new meaning
TABLE 9.2 GROUP EVALUATION OF DISCUSSION
Always
Usually
Sometimes
Never
1. We checked to make sure everyone understood what to do.
2. We responded to questions, giving explanations where needed.
3. We clarified what we did not understand.
4. We helped one another and made sure we all understood and could apply what we learned.
TABLE 9.3 INDIVIDUAL’S SELF-ASSESSMENT OF CONTRIBUTIONS TO DISCUSSION
How well do I work with my peers?
I cooperate with others as we work toward our group’s goals. I keep on task.
I contribute new ideas.
I make constructive suggestions when asked for help.
I give others encouragement.
Always
Usually
Sometimes
Never
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